Lesson Title:

Name:

Mystery Bag 3D Shape Detectives

Rachel Wright

Lesson #
Subject:

Date:

Mathematics

March 9/13
Grade(s):

Rationale: To further enhance students understandings of the features of 3D shapes as well as develop the skills necessary to describe
and compare aforementioned features.
Prescribed Learning Outcome(s):
C6 sort 2D and 3D objects using two attributes and explain the sorting rule
C7 describe, compare, and construct 3-D objects, including
cubes
spheres
cones
cylinders
pyramids
Instructional Objective(s):

Describe and identify various 3D shapes using their features

Create clues for a 3D shape using its features

Prerequisite Concepts and Skills:

Basic knowledge of triangles, squares, rectangles, circles, cubes, spheres, cones, cylinders, pyramids including the ability to
identify, describe, compare, and contrast these shapes.

Materials and Resources:

Teacher
Mystery bag filled with enough shapes for class.
Class set of Mystery Bag 3D shape worksheet
Class set of 3D Mystery Bag Activity sheets A & B
Powerpoint on 3D shapes
Glue, scissors, pencils, papers etc.

Students
Pencil
Eraser

Lesson Activities:
Teacher Activities
Introduction (anticipatory set):
- Inform students that in order to review what
they know about attributes of 3D shapes youre
going to be doing a fun mystery activity.
- Put a 3D shape into an opaque bag and ask for
one volunteer to place their hand inside and
describe the shape to the class. Ask the class to
guess the shape.
- Review the features of the various 3D shapes
with the class. Keep the powerpoint from the
previous lesson on the board.
Body:
One at a time, have a student come to the
mystery bag. Without looking, they must place
their hand inside and choose a 3D shape. They
are not to remove the shape from the mystery
bag at this point, but should hold onto it with
their hand inside the mystery bag. The student
then has to describe their mystery 3D shape to
the class. The student can then choose peers to
volunteer what they think the mystery 3D shape
/var/www/apps/conversion/tmp/scratch_4/261860517.doc

Student Activities

Time

Guess which shape is being described.

7 mins

Listen and teacher reviews features.

When chosen, come to the front of class, place hand in

mystery bag, and describe it to the class using the
attributes described previously. Choose peers to
answer.

18
mins

Place shape in correct category and sit down.

Page 1 of 2

is. Once it has been correctly identified, ask the

student to place their shape in the correct
category and sit down.
Continue until all students have had a turn. You
can offer as little or as much assistance as
required for each student to be able to identify
and describe their mystery 3D shape correctly.
Hand out and ask students to fill in the
Mystery Bag 3D Shape Worksheet.
Next hand out 3D Mystery Bag Shape Activity
Sheet A & B and have each child secretly
chooses a 3D shape. They write the name of
their chosen 3D shape onto the space provided
on Activity Sheet A. They then write clues as to
their chosen shape's identity, using its features
as the clues, onto the spaces provided on
Activity Sheet B. They then paste only the top
section of Activity Sheet B onto the allocated
space on Activity Sheet A.

Closure:
- Have students exchange clues with one partner
and guess their shapes.
- Collect clues to be used in the next lesson.

Fill in worksheet.

3mins

Write name of chosen 3D shape onto Activity sheet A.

Write clues for the shape on Activity sheet B. Paste
only the top section of B onto the allocated space of A.

14
mins

Exchange clues with a partner. Guess their shape.

3 mins
Hand in clues to teacher.

Organizational and/or Behavioural Management Strategies:

Use 1,2,3 eyes on me 1,2, eyes on you to get students attention.
Give 5 minute warnings when wrapping up activity.
Explain activity before handing out the worksheet to ensure students are paying attention and not reading.
Demonstrate to give a visual idea of what is expected.
Review concepts with students in beginning and keep powerpoint on smartboard to avoid confusion later on.
Ensure students raise hands when volunteering answers.
Assessment and Evaluation:
Collect worksheets and mark for completeness and accuracy.
Extensions:
Students could work in partners and play the mystery game a bit longer with different objects. Students could use the clues in this lesson
for a scavenger hunt they create themselves. They could also create a Jeopardy like game in groups and have peers guess. Students could
also create a fictional story and have to incorporate their clue somehow or make their clue into a poem or song.
Differentiated Instruction (Universal Design for Learning UDL):
Enrichment- I will ask students who finish their clues early to use items from around the room and create clues for those shapes
incorporating a couple other details such as for a clock it is round, has a curve and ticks. They may also be asked to help another
classmate complete the task.
Remedial- I make break the task into smaller chunks so that it is a bit more manageable for struggling students. I will keep resources
available throughout the room if needed.
ELL-visual instructions will be given to these students separately and they may need to conference with the teacher instead of writing out
the clues.
UDL
Representation- Having other students essentially teaching will create a unique learning opportunity for students. They both listen to
their classmates give descriptions as well as give descriptions to their classmates, giving them the chance to be in the spotlight.
Expression-Having students create clues instead of filling in generic worksheets will provide students with an excellent opportunity to
express their understandings of 3D shapes.
Engagement- Students will gravitate towards the mystery bag and the opportunity to be in front of the class and call upon students. They
will also enjoy creating their own clues.
Reflections (if necessary, continue on separate sheet):

/var/www/apps/conversion/tmp/scratch_4/261860517.doc

Page 2 of 2